Fraction Lesson Plan

Introduction

 Fractions—Introduction to Writing Fractions

 30 Minutes
 Math 3.3-The student will
a.) name and write fractions (including mixed numbers) represented by a model;
 English 3.8- The student will write legibly in cursive.

Learning Objectives
Students will:

 Draw equal fractional parts

 Write fractions using part of a set model
 Create their own fractions using manipulatives

Teaching Sequence
Anticipatory Set
-Tell students to sit down in the reading corner
-Stand up in front of class and hold up Loreen Leedy’s book Fraction Action
-Ask students what they know about fractions
-Do you know any common fractions? (1/2, 1/4)
-Can you think of any fractions that are used throughout the day? (cooking

utensils, telling time)

-Tell students that Fraction Action will give more examples of how fractions are used

daily
-Read Fraction Action to class
-Tell students to return to their seats where they will continue to practice their fraction

skills
Lesson Development
-Ask students for fraction examples from Fraction Action
-List fraction examples on the board
-Point out to students that there are two numbers that form a fraction
-Ask students what they think the two numbers tell us about the fraction
-Tell students that both numbers are needed to write a fraction
-Explain that the top number is called the numerator and the bottom is called the

denominator
-Tell students that the denominator describes the number of total objects in the set
-Ask students what they think the numerator describes
 -Explain that the numerator describes the number of “parts under consideration”
-Tell students that another way to think of “parts under consideration” is the number of

objects that share the similar trait that is being looked at

-Model the definitions
-Draw a circle on the board and divide it into fourths
-Tell students that they are ordering a pizza for their family, but everyone wants

different toppings
-Tell students that while they want pepperoni, their parents want mushroom, one

sibling wants cheese, and another sibling wants green peppers

-Tell students instead of ordering four pizzas, they will just order one
-Label one fourth with each of these toppings
-Tell students that the pizza on the board is the one that arrived at their house
-Tell students that to describe this pizza they need to use fractions because it is not

a pizza which only has one topping

-Tell students to think in their heads what fraction of the pizza is pepperoni
-Remind students that they need a numerator and denominator in their answer
-Ask students what is the denominator
-Tell students the denominator is 4 because there are four parts to the pizza
-Tell students that to complete the fraction we need to determine the numerator or

the number of parts under consideration

-Ask students what is being considered or the specific characteristic that is being

analyzed
-Remind students that pepperoni pizza is the specific characteristic
-Ask students how many parts have this characteristic
-Tell students that the pizza is ¼ pepperoni because 1 out of the total four parts

has this topping

-Ask students to write down on a sheet of paper what fraction of the pizza is not

mushroom
-Ask a student to give and explain his/her answer
-Tell students that the answer is ¾
-Explain that the total parts in the denominator has not change from four, but the

numerator has changed to three because the parts under consideration are those that don’t

have any mushrooms which is three

-Tell students that they are now going to create and write fractions using skittles
 -Explain to students that they will get to eat the skittles at the end of the activity,

but need them to complete a worksheet

-Pass out handout
-Tell students that they will follow the directions on the worksheet to create and write

their own fractions

-Walk to each desk and use a ¼ measuring cup to scoop out skittles for each student
-Allow ten minutes for students to complete worksheet
Closure
-Clap hands to call attention
-Ask for student volunteers to write one of their created fractions on the board
-Ask for a student volunteer to point out the denominator
-Ask another student to explain what the denominator describes in the fraction
-Remind students that the denominator is the bottom number that tells the number of total

parts
-Ask for a student volunteer to point out the numerator
-Ask another student to explain what the numerator describes in the fraction
-Remind students that the numerator, or top number, describes the number of parts under

consideration
-Tell students that they did a great job creating fraction with skittles and that they will

continue to practice for homework

-Homework:
-Pass out Fraction Fun handout
-Read each part aloud to students
-Tell students that their answers will be labeled pictures in addition to writing the

correct fraction numerically

-Tell students that the worksheet will be collected and graded the following day
Assessment
Formative
-Assessment will be based on the Skittles Fractions worksheet.
-Are students properly identifying the numerator and denominator? Are students

writing the numerator and denominator in the correct order? Do students understand the terms

“parts under consideration”? Did students create two correct fractions of their own?

Summative
 -Summative assessment will be based on the collected homework. It will follow the

scoring guide for Fraction Fun. Students must follow the directions to draw and label pictures in

addition to accurately writing the fractions using the part of a set model. (See scoring guideline)
References
Math Resource CDAssessment ResourcesPerformance Assessments”Fractions”